Bibliografía
- Adelman, J. S., G. D. A. Brown y J. F. Quesada. 2006. “Contextual Diversity, Not Word Frequency, Determines Word Naming and Lexical Decision Times”. Psychological Science 17: 814–823. doi: 10.1111/j.1467-9280.2006.01787.x
- American Council on the Teaching of Foreign Languages. 2012. Performance Descriptors for Language Learners. Alexandria, VA: ACTFL.
- Barcroft, J. 2015. “Can Retrieval Opportunities Increase Vocabulary Learning During Reading?". Foreign Language Annals 48 (2): 236–249. doi: 10.1111/flan.12139
- Bird, S. 2012. “Expert Knowledge, Distinctiveness, and Levels of Processing in Language Learning". Applied Psycholinguistics 33 (4): 665–689. doi: 10.1017/S014271641100052X
- Criado, R. 2013. “A Critical Review of the Presentation-Practice-Production Model (PPP) in Foreign Language Teaching”. En Homenaje a Francisco Gutiérrez Díez, ed. R. Monroy, 97–115. Murcia: Ediciones Universidad de Murcia.
- De la Fuente, M. J. 2006. “Classroom L2 Vocabulary Acquisition: Investigating the Role of Pedagogical Tasks and Form-Focused Instruction”. Language Teaching Research 10 (3): 263–295. doi: 10.1191/1362168806lr196oa
- Elley, W. 1991. “Acquiring Literacy in a Second Language: The Effect of Book-Based Programmes”. Language Learning 41 (3): 375–411. doi: 10.1111/j.1467-1770.1991.tb00611.x
- Goossens, N. A., G. Camp, P. P. Verkoeijen, H. K., Tabbers y R. A. Zwaan. 2012. “Spreading the Words: A Spacing Effect in Vocabulary Learning". Journal of Cognitive Psychology 24 (8): 965–971. doi: 10.1080/20445911.2012.722617
- Guerretaz, A. M. y B. Johnston. 2013. “Materials in the Classroom Ecology”. The Modern Language Journal 97 (3): 779–796. doi: 10.1111/j.1540-4781.2013.12027.x
- Harwood, N. 2002. “Taking a Lexical Approach to Teaching: Principles and Problems”. International Journal of Applied Linguistics 12 (2): 139–155. doi: 10.1111/1473-4192.00028
- Horst, J. S. 2013. “Mainstreaming Second Language Vocabulary Acquisition”. Canadian Journal of Applied Linguistics 16 (1): 171–188.
- Humphries, S. 2014. “Factors Influencing Japanese Teacher’s Adoption of Communication-Oriented Textbooks”. En International Perspectives on Materials in ELT, eds. S. Garton y K. Graves, 253–269. Basingstoke: Palgrave Macmillan.
- Instituto Cervantes. 2006. Plan curricular del Instituto Cervantes. Niveles de referencia para el español. Madrid: Biblioteca Nueva.
- Keating, G. D. 2008. “Task Effectiveness and Word Learning in a Second Language: The Involvement Load Hypothesis on Trial". Language Teaching Research 12 (3): 365–386. doi: 10.1177/1362168808089922
- Kim, Y. 2008. “The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition”. Language Learning 58 (2): 285–325. doi: 10.1111/j.1467-9922.2008.00442.x
- Kornell, N. 2009. “Optimising Learning Using Flashcards: Spacing Is More Effective than Cramming”. Applied Cognitive Psychology 23 (9): 1297–1317. doi: 10.1002/acp.1537
- Laufer, B. y J. Hulstijn. 2001. “Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-Induced Involvement”. Applied Linguistics 22 (1): 1–26. doi: 10.1093/applin/22.1.1
- Laufer, B. y B. Rozovski-Roitblat. 2015. “Retention of New Words. Quantity of Encounters, Quality of the Task and Degree of Knowledge”. Language Teaching Research 19 (6): 687–711. doi: 10.1177/1362168814559797
- Leow, R. P. 1998. “Toward Operationalizing the Process of Attention in SLA: Evidence for Tomlin and Villa’s (1994) Fine-Grained Analysis of Attention”. Applied Psycholinguistics 19 (1): 133–159. doi: 10.1017/S0142716400010626
- Leow, R. P. 2015. Explicit Learning in the L2 Classroom: A Student-Centered Approach. London and New York: Routledge.
- Marcos Miguel, N. 2015. “Textbook Consumption in the Classroom: Analyzing a Classroom Corpus”. Procedia-Social and Behavioral Sciences 198: 309–319. doi: 10.1016/j.sbspro.2015.07.449
- Martínez-Fernández, A. 2008. “Revisiting the Involvement Load Hypothesis: Awareness, Type of Task and Type of Item”. En Selected Proceedings of the 2007 Second Language Research Forum, eds. M. Bowles, R. Foote, S. Perpiñán y R. Bhatt, 210–228. Somerville, MA: Cascadilla Proceedings Project.
- Martini, J. O. P. 2012. “High Frequency Vocabulary in a Secondary Quebec ESL Textbook”. Corpus. Tesis de máster, Concordia University. http://spectrum.library.concordia.ca/974698/
- Matsuoka, W. y D. Hirsh. 2010. “Vocabulary Learning Through Reading: Does an ELT Course Book Provide Good Opportunities?". Reading in a Foreign Language 22 (1): 56–70.
- Morgan-Short, K., J. Heil, A. Botero-Moriarty y S. Ebert. 2012. “Allocation of Attention to Second Language Form and Meaning: Issues of Think-Aloud Protocols and Depth of Processing". Studies in Second Language Acquisition 34 (4): 659–685. doi: 10.1017/S027226311200037X
- Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
- Pellicer, A. y N. Schmitt. 2010. “Incidental Vocabulary Acquisition from an Authentic Novel: Do ‘Things Fall Apart’?”. Reading in a Foreign Language 22 (1): 31–55.
- Pigada, M. y N. Schmitt. 2006. “Vocabulary Acquisition from Extensive Reading: A Case Study". Reading in a Foreign Language 18 (1): 1–28.
- Qi, D. y S. Lapkin. 2001. “Exploring the Role of Noticing in a Three-Stage Second Language Writing Task". Journal of Second Language Writing 10 (4): 277–303. doi: 10.1016/S1060-3743(01)00046-7
- Römer, U. 2004. “Comparing real and Ideal Language Learner Input: the Use of an EFL Textbook Corpus in Corpus Linguistics and Language Teaching”. En Corpora and Language Learners, eds. G. Aston, S. Bernardini y D. Stewart, 151–168. Amsterdam: John Benjamins.
- Scott, M. 2012. Word Smith Tools. Oxford: Oxford University Press
- Shawer, S. F. 2010. “Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum Transmitters”. Teaching and Teacher Education 26 (2): 173–184. doi: 10.1016/j.tate.2009.03.015
- Skehan, P. 2003. “Task-based instruction”. Language Teaching 36 (1): 1–14. doi: 10.1017/S026144480200188X
- Soares, A. P., J. C. Medeiros, A. Simões, J. Machado, A. Costa, Á. Iriarte y M. Comesaña. 2014. “ESCOLEX: A Grade-Level Lexical Database from European Portuguese Elementary to Middle School Textbooks”. Behavior Research Methods 46 (1): 240–253. doi: 10.3758/s13428-013-0350-1
- Tomlinson, B. 2011. Materials Development in Language Teaching. Cambridge: Cambridge University Press.
- Tsui, A. 2003. Understanding Expertise in Teaching: Case Studies of Second Language Teachers. Cambridge: Cambridge University Press.
- Waring, R. y M. Tataki. 2003. “At What Rate Do Learners Learn and Retain New Vocabulary from Reading a Graded Reader?”. Reading in a Foreign Language 15 (2): 130–160.
- Webb, S. 2007. “The Effects of Repetition on Vocabulary Knowledge”. Applied Linguistics 28 (1): 46–65. doi: 10.1093/applin/aml048
- Willis, D. y Willis, J. 2007. Doing Task-Based Teaching. Oxford: Oxford University Press.
Manuales del corpus
- Álvarez, M. A., A. Blanco, M. L., Gómez y N. Pérez. 2006. Sueña 1. Madrid: Anaya.
- Bartolomé, M. P., A. I. Blanco, P. Aizugaray, e I. López. 2006. Mañana 2. Madrid: Anaya.
- Borobio, V. y R. Palencia. 2011. ELE Actual 1. Madrid: SM.
- Borobio, V. y R. Palencia. 2012. ELE Actual 2. Madrid: SM.
- Castro, F., P. Díaz, I. Rodero y C. Sardinero. 2005. Español en marcha. Nivel básico. Madrid: SGEL.
- Castro, F., F. Marín, R. Morales y S. Rosa. 2007. Nuevo Ven 1. Madrid: Edelsa.
- Corpas, J., A. Garmendia y C. Soriano. 2005a. Aula Internacional I. Madrid: Difusión.
- Corpas, J., A. Garmendia y C. Soriano. 2005b. Aula Internacional II. Madrid: Difusión.
- González, A. y C. Romero. 2008. ECO1. Madrid: Edelsa.
- López, S. y J. Miñano. 2009. Destino Erasmus I. Madrid: SGEL.
- Sánchez, J., C. Moreno e I. Santos. 2005. Nuevo Español Sin Fronteras 1. Madrid: SGEL.
- VV.AA. 2007. Español Lengua Viva 1. Salamanca: Santillana.
- VV.AA. 2002. Prisma 1 Comienza. Madrid: Edinumen.
- VV.AA. 2002. Prisma 2 Continúa. Madrid: Edinumen.